中华医学教育杂志

中华医学教育杂志 ›› 2021, Vol. 41 ›› Issue (5): 421-424.DOI: 10.3760/cma.j.cn115259-20201117-01600

• 教育技术 • 上一篇    下一篇

基于网络资源共享课程教学方式在诊断学教学中的应用

李玉娴1, 周振芳2, 陈月富1, 罗琼3, 刘立亚4, 金玲1, 胡柯1, 黄民江1, 阎青1   

  1. 1湖南医药学院医学院诊断学教研室,怀化 418000;
    2湖南医药学院国际教育学院大学英语教研室,怀化 418000;
    3湖南中医药大学第一附属医院内科学教研室,长沙 410000;
    4湖南医药学院公共卫生与检验学院预防医学教研室,怀化 418000
  • 收稿日期:2020-11-17 发布日期:2021-04-29
  • 通讯作者: 阎青, Email: 48220986@qq.com, 电话: 0745-2381949
  • 基金资助:
    2018年度湖南医药学院教学改革研究项目(2018JG18);2018年度湖南医药学院教学改革研究项目(2018JG22)

The application of online resource-sharing technology in the teaching of diagnostics

Li Yuxian1, Zhou Zhenfang2, Chen Yuefu1, Luo Qiong3, Liu Liya4, Jin Ling1, Hu Ke1, Huang Minjiang1, Yan Qing1   

  1. 1Department of Diagnostics, Hunan University of Medicine, Huaihua 418000, China;
    2College English Teaching and Research Office, School of International Education, Hunan University of Medicine, Huaihua 418000, China;
    3Internal Medicine Teaching and Research Office, The First Affiliated Hospital of Hunan University of Chinese Medicine, Changsha 410000, China;
    4Preventive Medicine Teaching and Research Office, School of Public Health and Laboratory Sciences,Hunan University of Medicine, Huaihua 418000, China
  • Received:2020-11-17 Published:2021-04-29
  • Contact: Yan Qing, Email: 48220986@qq.com, Tel: 0086-745-2381949
  • Supported by:
    2018 Hunan University of Medicine Teaching Reform Research Project (2018JG18); 2018 Hunan University of Medicine Teaching Reform Research Project (2018JG22)

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摘要： 目的 探讨基于网络资源共享课程教学方式在诊断学教学中的应用效果。方法 采用试验对照方法,于2019年9月至2020年7月,选择湖南医药学院2017级五年制临床医学专业720名学生为研究对象,将其随机分为试验组和对照组,每组360名学生。在诊断学授课中,试验组采用基于网络资源共享课程教学方式,对照组采用线下传统教学方式。教学结束后,比较两组学生理论考核结果,采用问卷调查试验组学生对基于网络资源共享课程教学方式应用效果的评价。结果 试验组学生期中理论测试成绩[(83.25±5.72)分],优于对照组学生[(78.02±5.39)分];试验组学生期末理论测试成绩[(85.14±7.65)分],优于对照组学生成绩[(77.36±7.45)分],其差异均具有统计学意义(均P＜0.01)。问卷调查结果显示,85.0%(306/360)的试验组学生认为诊断学网络资源共享课程教学方式对其自主学习能力的提升帮助很大。结论 基于网络资源共享课程教学方式有助于提高诊断学的教学效果,增强学生自主学习能力。

关键词: 网络资源共享课程, 教学方式, 诊断学, 学习效果

Abstract: Objective To evaluate the effect of teaching method based on online resource-sharing mechanism in diagnostic teaching. Methods From September, 2019 to July, 2020, totally 720 students of 5-year curriculum of clinical medicine enrolled in 2017 in Hunan University of Medicine were selected and divided into experimental group and control group with 360 students in each. In the teaching of diagnostics, off-line teaching combined with online resource-sharing approach was adopted in the experimental group, while off-line traditional teaching approach was adopted in the control group. At the end of the teaching, theoretical examination method was used to compare the results of the two groups , and the questionnaire survey was used to investigate the experimental group students' evaluation on the effect of online resource-sharing method. Results Both midterm and final test scores of the experimental group [(83.25±5.72) and (85.14±7.65)] were significantly higher than those of the control group [(78.02±5.39) and (77.36±7.45)](all P<0.01). The results of the questionnaire survey showed that 85.0%(306/360) of the students in the experimental group believed that the network resource-sharing method in teaching of diagnostics greatly improved their autonomic learning capacity. Conclusions The teaching approaches of online resource sharing diagnostic course improves the learning outcomes and autonomic learning attitude of students.

Key words: Online resource-sharing courses, teaching approaches, Diagnostics, Learning effect

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